=Paper=
{{Paper
|id=Vol-3013/20210371
|storemode=property
|title=The Use of ICT Tools to Organize Distance Learning of Mathematics for Primary School Students under COVID-19 Pandemic Conditions
|pdfUrl=https://ceur-ws.org/Vol-3013/20210371.pdf
|volume=Vol-3013
|authors=Nina Rudenko,Svitlana Palamar,Liudmyla Nezhyva,Gennady Bondarenko,Denys Shyrokov
|dblpUrl=https://dblp.org/rec/conf/icteri/RudenkoPNBS21
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==The Use of ICT Tools to Organize Distance Learning of Mathematics for Primary School Students under COVID-19 Pandemic Conditions==
https://ceur-ws.org/Vol-3013/20210371.pdf
The Use of ICT Tools to Organize Distance Learning of
Mathematics for Primary School Students under COVID-19
Pandemic Conditions
Nina Rudenko 1 , Svitlana Palamar 1, Liudmyla Nezhyva 1 , Gennady Bondarenko 1 and Denys
Shyrokov 1
1
Borys Grinchenko Kyiv University, Kyiv, Ukraine
Abstract
The research substantiates the pedagogical expediency and didactic value of the use of E-
resources and modern IR technologies in the organization of distance learning in mathematics
in primary school. A survey of primary school teachers and students was conducted in order to
study the problem of forming an E-environment in mathematics in primary school. The authors
identify the information resources of the e-environment and describe the method of their
application in mathematics lessons. The study substantiates that in the organization of distance
learning in primary school it is advisable to use gamified children's educational portal Vchy.ua,
interactive learning platform to create educational material Classtime, designer of interactive
worksheets Liveworksheets, create mental maps of mathematics lessons (FreeMind, Bubbl.us,
MindMeister), virtual interactive whiteboards for group work with a variety of content with
the ability to edit it together (Educreations, Padlet, Popplet, etc.), use a mathematical
interactive constructor to illustrate Mathdisk, digital mathematical platform for independent,
personalized learning (Matifik), digital textbooks with using interactive 3D-animations,
educational videos and tasks (Mozaik education), to test knowledge with the help of test tasks
(resource Liveworksheets, Kahoot!), etc.
Keywords1
E-resources, IR technologies, distance learning, primary school, mathematics lesson
1. Introduction
The challenges posed to humanity by the COVID-19 pandemic have led to the longest and most
extensive transition to distance learning in the history of education worldwide. In April 2020, UNESCO
estimated that more than 1.6 billion children studied at home [1]. Thus, during the period of quarantine
restrictions, there was a need to organize distance learning even in primary school. One of the most
important and complex subjects studied by younger students is mathematics, as it is a fundamental
science that combines abstract and general knowledge, is used in all fields of knowledge and is a unique
means of forming the intellectual potential of the individual, the development of logical thinking.
Therefore, it is important to create appropriate pedagogical conditions for distance learning of
mathematics in primary school, which would increase the interest of primary school students in this
subject and ensure the development of their abilities in the further study of subjects in high school that
include basic mathematical knowledge.
In the context of global trends in education, the New Ukrainian School singles out mathematical
competence as a personal education that characterizes the ability of primary school students to create
mathematical models of environmental processes, apply the experience of mathematical activities in
ICTERI-2021, Vol I: Main Conference, PhD Symposium, Posters and Demonstrations, September 28 – October 2, 2021, Kherson, Ukraine
EMAIL: n.rudenko@kubg.edu.ua (A. 1); svetlana_03@ukr.net (A. 2); l.nezhyva@kubg.edu.ua (A. 3); h.bondarenko@kubg.edu.ua (A. 4);
dlshyrokov.pi19@kubg.edu.ua (A. 5)
ORCID: 0000-0002-6274-9311 (A. 1); 0000-0001-6123-241X (A. 2); 0000-0001-9520-0694 (A. 3); 0000-0002-4845-8278 (A. 4); 0000-
0003-3807-1974 (A. 5)
©️ 2020 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
solving practice-oriented and educational tasks; takes a course on the organization of the educational
process, which develops students’ ability to act, apply experience in problematic circumstances, and
not just accumulate normative knowledge. The effectiveness of distance learning in mathematics in
primary school depends on the quality of the e-environment created for this purpose. It is a powerful
tool for conducting online math lessons and improving the quality of education of primary school
children, as interesting interactive tasks, educational games contribute to the development of subject
and key competencies of students.
The purpose of this study is to select and substantiate the pedagogical feasibility and didactic value
of the use of E-resources and modern IR technologies in the organization of distance learning in
mathematics in primary school. This goal involves solving a number of tasks: to investigate the state of
the problem of forming an E-environment in mathematics in primary school; identify information
resources of the e-environment and describe the methods of their application in mathematics lessons;
to investigate their effectiveness in the organization of distance learning in mathematics for primary
school students and the formation of subject competence in them.
2. Analysis of Publications
The works of Ukrainian scientists L. Koval, O. Komar, S. Logachevska, T. Logachevska,
O. Onoprienko, S. Skvortsova and others are devoted to the issue of methods of teaching mathematics
in primary school. Problems of application of information and communication technologies and features
of use of the Internet in educational process are devoted to research of scientists: V. Bykov, M. Zhaldak,
M. Kademiya, G. Kedrovych, M. Kozyar, N. Morse, N. Opushko, O. Spivakovsky, etc. The works of
scientists L. Karamushka, O. Komar, L. Pyrozhenko, O. Pometun, G. Syrotenko, S. Sysoeva and others
are devoted to the research related to the organization and methods of interactive learning. The works
of V. Andrievska, N. Kovaleva, N. Olefirenko, T. Pushkareva, O. Rybalko, N. Rudenko and others are
devoted to the study of the use of ICT in mathematics lessons in primary school. Some aspects of the
formation of students' interest in the study of mathematics are considered by S. Shumigay [2].
Pedagogical play and learning are considered by such foreign scholars as: Carr, V., Luken, E. [3];
multimedia learning was considered by: Pañella, O. G., Escudero, D. F., Zaragoza, M. P., Portero, E. V.
[4]; automation of teaching mathematics in elementary school: Ginsburg, H.P., Wu, R.E.,
Diamond, J. S. [5]; education and leadership in STEAM: Merrill, C., Daugherty, J. [6]; gamification of
educational space in mathematics lessons: Morris, BJ, Croker, S., Zimmerman, C., Gill, D., Romig, C.
[7]; the development of video conferencing in distance learning: Rachel Roberts [8]; Distance
Education in High Schools: Davison M. Mupinga [9], Distance learning in elementary schools in
Cyprus: Panagiotes S. Anastasiades [10]; new mode of distance learning in primary schools in the
environment of multimedia computer assisted instruction: Xiaoyan Gao [11].
D. Passey has undertaken a wide range of evaluation studies, which have looked at developing
distance learning practices in primary schools [12].
3. Discussion
Innovative combinations of interactive learning technologies and information and communication
technologies have become popular in the field of education. Due to the challenges posed to humanity
by the COVID-19 pandemic, there is a need to introduce distance learning, which is possible through
the creation of an e-environment in primary school. It is a powerful tool for conducting online lessons
and improving the quality of primary school education.
When forming the E-environment in mathematics for primary school, it is important to consider the
need to form cognitive motivation of students by creating successful situations. Problems in
mathematics using ICT tools were developed for primary school students to enhance their creative
activity and improve the quality of knowledge. The research used IR technologies, which are focused
on the development of critical thinking, creating an information product, willingness to work with
searching in Internet.
When designing and implementing distance learning in elementary school in mathematics, it is
advisable to use ready-made software products: electronic textbooks, manuals, encyclopedias, curricula
and more. Extensive opportunities to intensify the process of learning mathematics provides Microsoft
Office, which contains, in addition to the text editor Word, also an Access database system, PowerPoint
presentations, Excel spreadsheets. Of course, the database system involves a lot of preparatory work in
designing classes, but it can result in an effective system of learning and testing students' knowledge
and skills. In addition to these services in the arsenal of the modern primary school teacher there are
various other resources. The list and purpose of resources of the E-environment of primary school are
presented in Table 1.
Table 1
Assignment of primary school e-environment resources
The purpose of the e- Е-resources Description of resources
environment
Visualization Mathdisk Mathematical interactive
(http://www.mathdisk.com/) constructor
Organization of training Wikiwall (http://wikiwall.ru/); Gloster Online boards for creating
and cooperation between (https://www.gloster.com/) interactive posters
participants
Drawonthe.net (http://drawonthe.net/); Online drawing boards
Flockdraw
(http://www.pearltrees.com/u/1075480-
collaborative-whiteboard); Sribblar
(https://scribblar.com/); CoSketch
(http://cosketch.com/)
Srumblr (http://scrumblr.ca/); Con- Online note storage
ceptboard (https://conceptboard.com/) boards
Padlet (https://padlet.com/) Online boards for
Educreations organizing group work
(https://www.educreations.com/); Lino it with a variety of content
(https://en.linoit.com/); Rizzoma with the ability to edit it
(https://rizzoma.com/); Popplet together
(https://www.popplet.com/)
Independent, Matifik Digital mathematical
personalized study of (https://www.matific.com/ua/uk/home/) platform developed by
mathematics education experts
Educational interactive LearningApps Service with small
services (https://learningapps.org/); interactive modules;
Liveworksheets Interactive worksheet
(https://www.liveworksheets) designer
E-literature for learning Mozaik education Digital textbooks with
(https://ua.mozaweb.com/) interactive 3D
animations, educational
videos and tasks
Playing Пустунчик Children's interactive
(https://pustunchik.ua/ua) portal
Gamified educational Вчи.юа Children's educational
portal (https://vchy.com.ua/) portal for interactive
teaching of children's
mathematics (grades 1-6)
with the help of
interesting game tasks
and tasks
In the organization of distance learning in primary school, it is advisable to use an interactive
learning platform to create educational material Classtime, which allows you to analyze the learning
process and strategically implement an individual approach to each student. This service has its own
library of resources, which stores more than 50,000 ready-mades, developed tasks in various subjects.
It is also possible to create your own tasks that can be shared with students. With the help of this E-
resource, the teacher can track and monitor the progress of each student in real time. The convenience
of the platform is that you can integrate tasks and involve students from a class such as Google
Classroom. The Classtime platform also has team games, which is an urgent problem in distance
learning when creating group work.
On the Classtime platform, the teacher has a personal digital classroom to create tasks to test
students' knowledge. To connect students to a class or test, the teacher only needs to provide individual
code, which the platform generates automatically, for quick access of students to the test tasks
themselves (Fig. 1).
Figure 1: Test tasks for 4th grade students on the Classtime platform
Figure 2: Interactive team game for 4th grade students on the Classtime platform
In the process of distance learning, it is appropriate to conduct group work on the Classtime platform,
as it has interactive team tasks. For example, students connected to the same platform and tested must
open a coded image. An example of an inter-active team game is shown in Fig. 2.
In the study of mathematics, the designer of Liveworksheets interactive work-sheets has proved its
effectiveness. The advantages of this designer are that it is as close as possible to a printed worksheet.
You can use your entries in the Word text editor, as well as in PDF or JPEG images, to create interactive
worksheets. Livework-sheets provides the ability to create tasks and integrate them from a workbook
or tutorial online. Here is an example of a task for testing knowledge from the work-book of
S. Skvortsova and O. Onoprienko, which was created in Liveworksheets with the possibility of remote
testing (Fig. 3). Students, performing tasks on this platform, will be able to check the correctness of the
task both independently and with the help of the teacher, sending him the completed tasks.
Figure 3: Liveworksheets – Comparison of mathematical expressions in the initial notebook of
S. Skvortsov and O. Onoprienko
Recently, an international online platform for primary school students Vchy.ua has become popular
in Ukraine. The International Mathematical Platform is presented in 4 languages: Platform called
Vchy.ua (https://vchy.com.ua/) - Ukrainian version; Happy Numbers (https://happynumbers.com/) -
American version; Zhixuelong (https://zhixuelong.com/) - Chinese version; Uchi.ru (https://uchi.ru/) -
Russian version. In Ukraine, primary school teachers use the Ukrainian version of Vchy.ua, but we will
give an example in the English version of Happy Numbers for a wider range of researchers. Happy
Numbers technology allows you to practically simulate tasks using a variety of sets of built-in
manipulators. With the help of several blocks (numerical line, diagram, blocks of 10 elements, etc.),
students approach the study of mathematics from different angles and move from concrete to abstract
thinking. For example, with the help of "Happy Numbers" students learn to "think mathematically" and
achieve easy learning of material, through mathematical games (Fig.4).
Figure 4: Game on the Happy Number platform
This online platform facilitates the interactive study of mathematics and contains more than 1,000
tasks on all topics of primary school mathematics, developed by professional methodologists and in
accordance with the curriculum. The initial course of mathematics consists of a system of interactive
tasks that allow one to build an individual educational trajectory for each student. In the distance
learning of primary school students successfully used educational platform Vchy.ua for first graders, in
particular the following sections with tasks: "Numbers and figures", "Addition and subtraction",
"Geometry". The platform is designed by sections. After selecting a section, for example "Numbers and
figures", a certain block of tasks is selected ("Numbers and figures up to 10", "Numbers and figures
from 11 to 20", "Round numbers up to 100", "Numbers and figures up to 100"). Each block has several
tasks and a mandatory final test to check students' knowledge, skills, and abilities. Thus, students of
grades 1-2 form subject mathematical competence, which involves the detection of simple mathematical
dependencies in the world; modeling of processes and situations with the use of mathematical relations
and measurements; awareness of the role of mathematical knowledge and skills in personal and social
life.
Thus, distance learning, based on IR technologies, Internet resources and services, affects the
selection and structuring of content, the implementation of certain methods and forms of learning that
significantly affect the development of students' skills. Note that thanks to these services the teacher
can test, monitor, systematize, evaluate the activities of each student, review the results and analyze the
implementation of exercises, apply various forms of assessment and control, comment and organize
effective communication with students in real time.
Creating mental maps of mathematics lessons in primary school (FreeMind, Bubbl.us, MindMeister)
has improved the perception of mathematical material. With the help of a mental map of an interactive
lesson, it is convenient for the teacher to reproduce the content of the math lesson, because practice has
shown that students remember information better if it is presented in a structured form and displayed
graphically.
An example of a lesson outline in the form of a mental map created with Mind-Meister
(https://mm.tt/1858639898?t=OQkyCjYFOG). The map was made with the definition of the topic of
the lesson, from which the branches with keys (triggers) were built. They reflect the stages of the lesson.
At each stage there is an opportunity to place tasks, numbers of exercises from the textbook, electronic
notebooks with tasks, references to fragments of video from YouTube and various resources of video
archives. The video from YouTube is built into the map for a more detailed under-standing of the topic.
The interactive map has online tasks hosted on Liveworksheets, where students can perform them on
any device (smartphone, tablet, computer that has an Internet connection) and be an active participants
in the educational process in various forms of learning.
Scientists say that educators should use mental maps, because they put into action the whole psyche
and brain: external sensations, search emotions, figurative and logical thinking, all kinds of memory,
secret reserves of consciousness and subconscious. The use of mental maps in mathematics lessons in
primary school improves the quality of students' knowledge, as it facilitates the perception of
information through visualization (visualization of material), allows one to quickly process large
amounts of material, improves understanding of ideas, concepts, processes through associative thinking.
In mathematics lessons in primary school, the visualized mate-rial facilitates the perception of new
information. For example, the creation by students of a mental map of a simple plot problem in the 1st
grade of NUS promotes the mastery of the structure of the problem (condition, question), facilitates
students' understanding of the concepts of "numerical data" and "desired task". In the process of learning
mathematics (and not only) maps can be created as an advanced home-work, as an element of
independent work, etc.
During distance learning it is appropriate to use a virtual interactive whiteboard – a network resource
for coordinating collaboration in class, real-time communication. It is the latest learning tool that allows
one to combine text, images, audio, and video files simultaneously on one platform. Now it is possible
to use virtual interactive whiteboards: to create interactive posters, school newspapers (Wikiwall;
Gloster); for drawing (Drawonthe.net; Flockdraw; Sribblar; CoSketch); for storing notes (Srumblr;
Conceptboard); to organize group work with a variety of content with the possibility of joint editing
(Educreations; Lino it; Padlet; Popplet, etc.). In particular, the Padlet interactive whiteboard facilitates
the convenient placement of information that the teacher can prepare in advance so that students do not
spend time searching for it. The main thing is that students must learn the material through interactive
tools and teaching methods. As students explain the problem-solving algorithms, one can click on the
appropriate block and the algorithm will appear on the Padlet wall (Fig. 5).
Figure 5: Stages of the lesson on the wall Padlet
During distance learning, it is appropriate to check knowledge with test tasks (Live-worksheets
resource, Kahoot!). The cross-cutting skills of primary school students were manifested in working with
information, carrying out analytical and synthetic activities, the manifestation of creative abilities and
critical thinking.
4. Results of the Research
In order to identify the effectiveness of the use of e-resources in the study of mathematics in primary
school during the period of quarantine restrictions and the organization of distance learning, a survey
of students was conducted. 250 respondents from Kyiv schools took part in the survey. Answering the
questions: "What tasks in mathematics did you perform with the greatest interest during distance
learning?", The answers of the respondents were divided into "Calculations" - 43.8%, "Problem
Solving" - 25%, "Equations" - 18, 8%, "Problems with geometric content" - 6.3%, "Working with data"
- 0%, "All" - 6.3%. To the question "Do you like interactive math problems created with the
LearningApps, Kahoot web resource?" most students answered 87% - "Yes". To the question "Do
mental maps help you to systematize your knowledge of mathematics?" the answer was as follows:
"Yes" - 75%, "No" - 12.5%, "I do not know" - 12.5%. When we asked elementary school students if
they per-formed creative tasks in mathematics, we received the following answers: "Yes" - 87.5%, "No"
- 12.5%. To the question "What math problems do you remember the most?" respondents' answers were
divided into: "Equations" - 18.8%, "Problems" - 6.3%, "Expressions" - 18.8%, "Logical problems" -
50%, "Problems with geometric content" - 6.3 %. To the question, "Do students like to discuss online
discussion questions on the Padlet online board?" respondents answered about online discussions:
"Yes" - 75%, "No" - 25%. To the question "Is it convenient to watch the lesson on the Padlet online
board?" the following answers were received - "Yes" 87.5%, "No" - 6.3%, "I do not know" - 6.3%.
In order to study the problem of the use of information resources in the organization of distance
learning in mathematics for primary school students, a survey was conducted among teachers. 48
schoolteachers from Kyiv took part in the survey. To the question "How do you assess distance learning
in primary school during quarantine?" 51% of respondents answered, "not effectively", "effectively" -
49% of respondents. To the question "With the help of which e-resources do you organize learning in
mathematics and establish cooperation between students during distance learning?" The answers were
distributed as follows: GoogleClass - 41.7%, Zoom - 87.5%, Padlet - 41.1%, Google Meet - 41.7%,
All-Ukrainian online school - 10.3%, My class - 12.5%, The united school - 12.5%, Classtime - 40.2%.
To the question "Is there a need to create an E-environment to organize distance learning?" 95.8%
answered "Yes", 4.2% of respondents answered "No". The survey showed that modern primary school
teachers actively use mental maps in their work. To the question "Do you use mental maps when
teaching the discipline?" The answer "Yes" was given by 91.7% of surveyed teachers, "No" - 8.3%. To
the clarifying question "If your answer is positive, what resources do you use to create mental maps",
teachers named the following e-resources: FreeMind - 12.5%, XMind - 16.7%, Bubbl.us - 45.8%, Mind-
Meister - 58.3%. "I don't use" - 8.3% of teachers answered. To the question "Is it possible to study
mathematics independently, personally during quarantine?" teachers answered: "Yes" - 54.2% of
respondents, "No" - 45.8%. Among the educational inter-active services used to test the knowledge of
elementary school students in mathematics, primary school teachers named: Kahoot - 54.2%,
LearningApps - 25%, Google forms - 12.5%, Tests on the site "For a lesson" - 8.3%. To the question
"Do you use interactive technologies during distance learning?" The answers of the surveyed teachers
were distributed as follows: "Yes" - 66.7%, "No" - 33.3%. The results of the survey of primary school
teachers are shown in Fig.6.
To the question "How do you understand the concepts of "IR technology", "E-resources", "E-
environment"?" teachers responded by linking infrared technology to computers, software, audio and
video programs to receive, process, store and transmit information; E-resources with electronic data
and programs that can be used to either watch or create various educational products; E-environment
with resources and programs for storing, processing and transmitting information, a virtual environment
with the ability to organize distance learning and more. Note that the vast majority of primary school
teachers understand the importance of these resources as an aid to learning in modern conditions, the
organization of distance learning. To the question "What components of the E-environment are
necessary for the effective organization of distance learning of primary school students?" teachers
answered: tests, links to media, videos, presentations, interactive exercises; IR technologies and E-
resources; logical tasks, explanations; video tutorials, online tasks, testing, interactive technologies,
timely support, and feedback; didactic materials: theory, examples, exercises, tasks, cognitive video,
cartoons. To the question "How do you manage to illustrate the teaching material in mathematics? What
E-resources do you use?" teachers indicated the following e-resources: Power Point; Canva, YouTube,
Quizlet, Padlet LearningApps, Kahoot. Bubbl.us., Geo-gebra.
Classtime 40.2
The united school 12.5
My class 12.5
All-Ukrainian online school 10.3
Google Meet 41.7
Padlet 41.1
Zoom 87.5
Google Classroom 41.7
0 20 40 60 80 100
Percentage of teachers using platforms
Figure 6: Results of the survey of primary school teachers
5. Conclusions
The use of information and communication technologies in primary school is not just a tribute to
time, but the need and search for a new meaning of learning, which implements the principles of NUS.
The end-to-end use of the e-environment in the educational process should become a tool to ensure the
success of the New Ukrainian School during distance learning.
The formation of the ability of primary school students to create mathematical models of
environmental processes, experience of mathematical activities in solving practice-oriented and
educational-cognitive tasks provide in distance learning such subject information resources of the E-
environment as mathematical interactive constructor Mathdisk, digital mathematical platform Matifik
for self-study of mathematics, gamified educational portal Vchy.ua, as well as additional resources:
online boards for creating interactive posters (Wikiwall; Gloster), for creating notes (Srumblr;
Conceptboard), for organizing group work (Padlet; Educreations; Lino it; Rizzoma; Popplet) etc.
Formative assessment in the practice of interviewed teachers of Kyiv confirms the effectiveness of the
use of distance learning in mathematics in primary school interactive learning platform Classtime,
especially in the creation of team games, designer of interactive worksheets Liveworksheets. The
practice of conducting distance mathematics lessons in primary school with the help of mental maps
(FreeMind, Bubbl.us, MindMeister) shows an improvement in the perception of mathematical material
by primary school students.
The introduction of e-environment in primary school significantly expands the possibilities of the
teacher, becomes the newest means of teaching mathematics in modern primary school which: expands
the forms and ways of acquiring mathematical knowledge by students through the organization of
practical activities with objects of study in different situations, under different conditions according to
individual learning abilities; promotes the acquisition of skills needed by modern students for the
realization of personal primary and social goals, mastering various ways of processing educational
information by means of e-environment; creates a positive-emotional atmosphere of educational
activity, due to the use of software developed taking into account the age characteristics of primary
school students.
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